Osallistumattomuus koululiikunnassa - Yläkoululaisten syyt jättää osallistumatta liikuntatunneilla
Bibliographic record
Abstract
This master’s thesis examines why students didn’t participate in lower secondary school physical education (PE) classes. The aim was to investigate the occurrence and reasons for non-participation, as well as students' opinions on school PE. The study also aimed to examine differences in non-participation between grade levels and genders. Non-participation refers to situations where a student purposefully does not engage in the teacher’s planned lesson activities. For example, a student may lean against the wall, lie down in the middle of an exercise or a game, leave the PE classroom without permission, or fool around. Non-participation is important research topic, as it occurs quite commonly in PE classes. Participation in PE lessons is important for students to achieve the goals of physical education. The study participants were consisted of 7th to 9th-grade students (n=185) from a lower secondary school in Jyväskylä. The data was collected at the school in January 2025 using a Webropol questionnaire, which was developed based on previous research literature. The data was analysed using frequency distributions, crosstabulations, the chi-square test, and the z-test. According to the results, about half of the students have at least sometimes refused to participate in PE classes. Approximately a quarter of the students refused to participate often. When comparing grade levels, 8th graders participate less than 7th and 9th graders during PE lessons. Girls answered more often than boys that they don’t participate. The most common reasons for non-participation among all respondents were: the lesson is boring, I am not interested in the lesson content, I am tired, I feel unwell or sick, and I just don't feel like it or I am having a bad day. A statistically significant differences between 7th–8th graders and 9th graders were found in four reasons: I cannot exercise with the group I want, the student group is too large, I get frustrated in class, and the lesson has no rules. 7th–8th graders responded that all these reasons affected their decision not to participate more than 9th graders was. A statistically significant difference between girls and boys was found in four reasons: PE class makes me anxious, I am tired, I get frustrated in class, and I just don’t feel like it or I am having a bad day. In all these reasons, girls answered more often than boys that the reason influenced their decision not to participate in physical education class. In addition, the results show that students who do not like PE are more likely to not participate. The findings of this thesis can be used in the planning and implementation of PE. Based on the results, teachers should pay attention to students' group dynamics, interaction, and opportunities for participation. Group bonding activities could help reduce dissatisfaction with group divisions and the non-participation associated with it. Investing in group cohesion and atmosphere could also potentially reduce anxiety related to PE classes. Furthermore, by listening to students' opinions and suggestions, teachers could positively influence students' attitudes and participation in PE.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.041 | 0.011 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".